英語課程教學設計課件

英語課程教學設計課件16英語課程的教學設計InstructionalDesignforLanguageCourse2010-11-29/306英語課程的教學設計2英語課程教學設計課件36InstructionalDesignforEnglishCurriculum6.1GeneralIssues

What:BasicconceptsWhy:Significance&BenefitsHow:PrerequisiteTypes/LevelsPrinciplesComponents、/Elements6.2SpecialIssues課堂教學過程模式課堂教學活動設計課堂教學時間分配

課堂教學板書設計

課堂教學紀律維系師生教學語言規(guī)約6InstructionalDesignforEng46.1GeneralIssues6.1.1What——語言教學設計的概念與內涵王薔，2006：4.1，51；鄒為誠，2006:506.1GeneralIssues5Task:Basicterms:WhatisLP?Q1.Whatislessonplan?Q2.Whatislessonplanning?Q3.Whatothertermscanyouthinkoftorefertolessonplan(ning)?

lessonpreparationlessondesignQ4.Accordingtothedefinitionsoflessonplan,whatconstituentsshouldbeincorporatedinlessonplanning?

What

toachieve?(Aims)

How

toachieveit?(materials,activities,techniques,resources,etc.)Wang,2006:51Task:Basicterms:Whatis66.1.2Why——語言教學設計的意義與功能鄒為誠，2006:50王薔，2006,4.1，51-53；55最后一段；66,Conclusion6.1.2Why——語言教學設計的意義與功能7Task:WhyisLPpartofteacherwork?--Necessity&ImportanceofLessonPlanninginTeachers’ProfessionalworkQ1.Whyislessonplanningincludedinteachers’professionalwork?Hints:FromtheperspectiveoftheteachingprocessWang,2006:51;52-53;55;66Pre-lesson:beforetheclassWhile-lesson:duringtheclassPost-lesson:aftertheclassTask:WhyisLPpartoft8theteacher

unpreparedlessons:disaster;lesstrustandcooperation

Whoshouldmakelessonplanning,noviceorexperiencedteachers?(acommonmisconception)Findoutatleast3wordsandexpressionswhichexpressthenecessityorimportanceofteachers’lessonplanningwork.

essential;important;benefitfrom;necessary;beneficialTrytounderstandthewayshowteacherscangetpromotedintheirprofessionaldevelopmentfromlessonplanning.learnersFromtheperspectiveof

theteacher96.1.3How語言教學設計的前提

鄒為誠，2008:50-51Wang,2006:54-55ELTInstitutionLearnersCurriculum/SyllabusTextbookObjectiveKnowingabout研究教材了解學生6.1.3HowWang,2006:54-55Kn10SsT學習內容教學內容教材內容其他課程資源教師:中介者(mediator)學生教材課程標準SsT學習內容教學內容11語言教學設計的基本類型/層次

鄒為誠，2006:50學年year學期term單元/模塊unit/module課時lesson備課planning語言教學設計的基本類型/層次備課pl12王薔，2006，4.3,54-55；66Q1.Atwhichlevelscanteachersmakelessonplans?Q2.Whatarethedifferencesandrelationbetweenthelevels?Q3.WhichleveloflessonplanningisaddressedinSection4.4and4.5?Short-termLP1Long-termLPShort-termLPn王薔，2006，4.3,54-55；66Short-te13語言教學設計的基本考慮/基本原則

王薔，2006，4.2，53-54;鄒為誠，2008:51；ESA(Harmer,1998,citedinWang,2006，

66)Aim/PurposefulnessVarietyFlexibility（Wang,2006：53;60;鄒:2008：25；53）Learnabilitycf.TeachabilityLinkage/Coherence/TransitionEngageStudyActivate語言教學設計的基本考慮/基本原則Aim14課時教學設計(lessonplan)的基本架構Question1：Whatcomponents/element

shouldbeincludedinlessonplanintheoryandpractice?

Question2:Shouldlessonplansbewrittenlongorshort,briefordetailed?(cf.Wang,2006:61,Para.1)課時教學設計(lessonplan)的基本150.Foreword:Differentteachershavedifferentteachingstylesandmayusedifferentteachingprocedures,so“everylessonisunique”(Robertson&Acklan,2000:6),andsoiseverylessonplan.(Wang,2006:55)Thereisnouniformlessonplan.Differentstylesoflessonplanshavebeenwrittenandusedbydifferentteachers.(Wang,2006:61)教案的寫作也有一些規(guī)范，這些規(guī)范為老師策劃教學提供了思考和安排的框架。教學的編寫格式并不是千篇一律，各位教師，各種不同年齡的教師都會有自己的風格。（鄒為誠，2008:51）0.Foreword:16Intheory,鄒為誠，2008:51-53;23-25教師姓名授課日期學生描述教學目標教學內容——重點；難點教學工具：黑板；白板；圖片；磁帶；投影儀；PPT；課本；其他材料授課過程——復習；導入；總結歸納信息反饋；作業(yè)布置開始；進行/開展；結束背景信息Intheory,教師姓名開始；進行/開展；結束背景信息17王薔，2006，4.4，55-60；66backgroundinformation:Ss,class,grade,date,time,durationteachingaimsteachingcontents:languageknowledge;languageskillsteachingaids/resources/materialsteachingprocedures:stages--stepssummaryassignments/homeworkafter-lessonreflection1.Knowledge2.Skills3.Feelingsandattitudes4.Culturalawareness5.Learningstrategieswarm-up/starterrevisioncheckinghomework王薔，2006，4.4，55-60；66back182.Inpractice,Samplelessonplans:鄒為誠，2008:241-248（課堂實錄）；263-271（同課異構）.王薔，2006:62-65.（3個教案樣例）/met/caselist.aspx浙江溫州大學外國語學院英語專業(yè)師范生教學設計2.Inpractice,19AFrameworkofLessonPlanBackgroundinformationTeachingaims/objectivesTeachingcontents:MajorpointsandAnticipateddifficultiesTeachingaids/materials/resourcesTeachingprocedures(T-SsMutual)Greeting(Abrief)Introduction(totoday’slesson)RevisionCheckinghomeworkLanguagecontents/knowledge-oriented/Languageskill-orientedteachingandlearningprocessmodelSummaryAssignments/HomeworkBoraddesignPost-lessonreflectionAFrameworkofLessonPlanBac20英語課程教學設計課件216.2SpecialIssues6.2.1課堂教學過程模式語言知識教學過程模式：PPP&TBLTL(王薔，2006:31-33)理據：CLT——強交際觀和弱交際觀(王薔，2006:20;37,最后一段）B.語言技能教學過程模式：PWP（Pre-，While-，Post-）（王薔，2006：目錄；59-60）6.2SpecialIssues22ModlesofTeaching

ProceduresLanguageknowledge:Lead-in+3PLanguageskills:3-stageModlesofTeachingProceduresL23集中注意明確目的引起興趣激發(fā)思維激活背景知識與相關語言儲備WangQiang,2006：58-59.鄒為誠，2008：24。Lead-in教學導入環(huán)節(jié)Warming-up教學熱身環(huán)節(jié)Starter教學啟動環(huán)節(jié)Pre-work教學準備環(huán)節(jié)集中注意Lead-in教學導入環(huán)節(jié)Warming-up24The“Starer+PPP”model(anewstructure-basedlesson)Starter/Lead-in/Warming-up?Pre-workPresentation:Theteacherintroducesthenewvocabularyandgrammaticalstructuresinwhateverwaysappropriate.Practice:Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitation(拓展)ofthetextswhennecessary.Production:Thestudentsareencouragedtousewhattheyhavelearnedandpractise

toperformcommunicativetasks.Thefocusisonmeaningratherthanaccurateuseoflanguageforms.The“Starer+PPP”model(anew25Step1Lead-inActivity1:FreetalkActivity2:Roleplay…Step1Lead-in26Step2:PresentationActivity1:Functionalitems/usefulexpressionsActivity2:SituationalDialogues(2)Step2:Presentation27Step3:PracticeActivity1:Look,listenandsayActivity2:LookandsayStep3:Practice28Step4:ProductionActivity1:ReadandsayActivity2:FreetalkStep4:Production29The3-stagedmodel

(askill-orientedlesson)Areading/listeninglesson:Stage1:Pre-reading/Pre-listening(settingascene,warming-up,providingnewinformation,suchaskeywords);Stage2:While-reading/While-listening(carryoutactivitiesortasksthatthestudentsmustperformwhiletheyarereadingorlistening);

Stage3:Post-reading/Post-listening(provideachanceforstudentstoobtainfeedbackontheiractivities,inwhichstudentsrelatewhattheyhavereadorheardtotheirownlifeandusethelanguagespontaneously)The3-stagedmodel

(askill-o30Step1:pre-readingActivity1:AppreciatingAnEnglishSong(3minutes)

Activity2:Brainstorming(1minute)Activity3:Guessing(2minutes)Step1:pre-reading31Step2:while-readingActivity1:Scanning(1minute)Activity2:UnderstandingMainIdeas(3minutes)Activity3:DetailedReading(12minutes)Step2:while-readingActivity132Step1:post-readingActivity1:Retelling(4minutes)Activity2:Talking(2minutes)Activity3.Discussion(5minutes)Step1:post-readingActivity1:336.2.2課堂教學時間分配(自學）

鄒為誠，2008:23-課堂教學板書設計（自學）

鄒為誠，2008，81-93.閱讀材料6.2.2課堂教學時間分配(自學）346.2.4課堂教學活動設計基本術語：exercise,task,activityWangQiang,2006:27;28基本類型：交際性活動（王薔，2006:20；22-24;28）非交際性活動（理據：強交際觀和弱交際觀王薔，2006:20；活動類型平衡觀，王薔，2006:2.11Conclusion,36-37）案例分析（王薔，2006:24-26，29-30,tasks;）基本考慮——活動設計的維度、步驟(王薔，2006:33-34活動的意義鄒為誠，2008:99)活動的分組方式(鄒為誠，2008:100-102;王薔，2006，5.3，74-78)PreviewWork6.2.4課堂教學活動設計PreviewWork35英語課程教學設計課件36英語課程教學設計課件376英語課程的教學設計InstructionalDesignforLanguageCourse2010-11-29/306英語課程的教學設計38英語課程教學設計課件396InstructionalDesignforEnglishCurriculum6.1GeneralIssues

What:BasicconceptsWhy:Significance&BenefitsHow:PrerequisiteTypes/LevelsPrinciplesComponents、/Elements6.2SpecialIssues課堂教學過程模式課堂教學活動設計課堂教學時間分配

課堂教學板書設計

課堂教學紀律維系師生教學語言規(guī)約6InstructionalDesignforEng406.1GeneralIssues6.1.1What——語言教學設計的概念與內涵王薔，2006：4.1，51；鄒為誠，2006:506.1GeneralIssues41Task:Basicterms:WhatisLP?Q1.Whatislessonplan?Q2.Whatislessonplanning?Q3.Whatothertermscanyouthinkoftorefertolessonplan(ning)?

lessonpreparationlessondesignQ4.Accordingtothedefinitionsoflessonplan,whatconstituentsshouldbeincorporatedinlessonplanning?

What

toachieve?(Aims)

How

toachieveit?(materials,activities,techniques,resources,etc.)Wang,2006:51Task:Basicterms:Whatis426.1.2Why——語言教學設計的意義與功能鄒為誠，2006:50王薔，2006,4.1，51-53；55最后一段；66,Conclusion6.1.2Why——語言教學設計的意義與功能43Task:WhyisLPpartofteacherwork?--Necessity&ImportanceofLessonPlanninginTeachers’ProfessionalworkQ1.Whyislessonplanningincludedinteachers’professionalwork?Hints:FromtheperspectiveoftheteachingprocessWang,2006:51;52-53;55;66Pre-lesson:beforetheclassWhile-lesson:duringtheclassPost-lesson:aftertheclassTask:WhyisLPpartoft44theteacher

unpreparedlessons:disaster;lesstrustandcooperation

Whoshouldmakelessonplanning,noviceorexperiencedteachers?(acommonmisconception)Findoutatleast3wordsandexpressionswhichexpressthenecessityorimportanceofteachers’lessonplanningwork.

essential;important;benefitfrom;necessary;beneficialTrytounderstandthewayshowteacherscangetpromotedintheirprofessionaldevelopmentfromlessonplanning.learnersFromtheperspectiveof

theteacher456.1.3How語言教學設計的前提

鄒為誠，2008:50-51Wang,2006:54-55ELTInstitutionLearnersCurriculum/SyllabusTextbookObjectiveKnowingabout研究教材了解學生6.1.3HowWang,2006:54-55Kn46SsT學習內容教學內容教材內容其他課程資源教師:中介者(mediator)學生教材課程標準SsT學習內容教學內容47語言教學設計的基本類型/層次

鄒為誠，2006:50學年year學期term單元/模塊unit/module課時lesson備課planning語言教學設計的基本類型/層次備課pl48王薔，2006，4.3,54-55；66Q1.Atwhichlevelscanteachersmakelessonplans?Q2.Whatarethedifferencesandrelationbetweenthelevels?Q3.WhichleveloflessonplanningisaddressedinSection4.4and4.5?Short-termLP1Long-termLPShort-termLPn王薔，2006，4.3,54-55；66Short-te49語言教學設計的基本考慮/基本原則

王薔，2006，4.2，53-54;鄒為誠，2008:51；ESA(Harmer,1998,citedinWang,2006，

66)Aim/PurposefulnessVarietyFlexibility（Wang,2006：53;60;鄒:2008：25；53）Learnabilitycf.TeachabilityLinkage/Coherence/TransitionEngageStudyActivate語言教學設計的基本考慮/基本原則Aim50課時教學設計(lessonplan)的基本架構Question1：Whatcomponents/element

shouldbeincludedinlessonplanintheoryandpractice?

Question2:Shouldlessonplansbewrittenlongorshort,briefordetailed?(cf.Wang,2006:61,Para.1)課時教學設計(lessonplan)的基本510.Foreword:Differentteachershavedifferentteachingstylesandmayusedifferentteachingprocedures,so“everylessonisunique”(Robertson&Acklan,2000:6),andsoiseverylessonplan.(Wang,2006:55)Thereisnouniformlessonplan.Differentstylesoflessonplanshavebeenwrittenandusedbydifferentteachers.(Wang,2006:61)教案的寫作也有一些規(guī)范，這些規(guī)范為老師策劃教學提供了思考和安排的框架。教學的編寫格式并不是千篇一律，各位教師，各種不同年齡的教師都會有自己的風格。（鄒為誠，2008:51）0.Foreword:52Intheory,鄒為誠，2008:51-53;23-25教師姓名授課日期學生描述教學目標教學內容——重點；難點教學工具：黑板；白板；圖片；磁帶；投影儀；PPT；課本；其他材料授課過程——復習；導入；總結歸納信息反饋；作業(yè)布置開始；進行/開展；結束背景信息Intheory,教師姓名開始；進行/開展；結束背景信息53王薔，2006，4.4，55-60；66backgroundinformation:Ss,class,grade,date,time,durationteachingaimsteachingcontents:languageknowledge;languageskillsteachingaids/resources/materialsteachingprocedures:stages--stepssummaryassignments/homeworkafter-lessonreflection1.Knowledge2.Skills3.Feelingsandattitudes4.Culturalawareness5.Learningstrategieswarm-up/starterrevisioncheckinghomework王薔，2006，4.4，55-60；66back542.Inpractice,Samplelessonplans:鄒為誠，2008:241-248（課堂實錄）；263-271（同課異構）.王薔，2006:62-65.（3個教案樣例）/met/caselist.aspx浙江溫州大學外國語學院英語專業(yè)師范生教學設計2.Inpractice,55AFrameworkofLessonPlanBackgroundinformationTeachingaims/objectivesTeachingcontents:MajorpointsandAnticipateddifficultiesTeachingaids/materials/resourcesTeachingprocedures(T-SsMutual)Greeting(Abrief)Introduction(totoday’slesson)RevisionCheckinghomeworkLanguagecontents/knowledge-oriented/Languageskill-orientedteachingandlearningprocessmodelSummaryAssignments/HomeworkBoraddesignPost-lessonreflectionAFrameworkofLessonPlanBac56英語課程教學設計課件576.2SpecialIssues6.2.1課堂教學過程模式語言知識教學過程模式：PPP&TBLTL(王薔，2006:31-33)理據：CLT——強交際觀和弱交際觀(王薔，2006:20;37,最后一段）B.語言技能教學過程模式：PWP（Pre-，While-，Post-）（王薔，2006：目錄；59-60）6.2SpecialIssues58ModlesofTeaching

ProceduresLanguageknowledge:Lead-in+3PLanguageskills:3-stageModlesofTeachingProceduresL59集中注意明確目的引起興趣激發(fā)思維激活背景知識與相關語言儲備WangQiang,2006：58-59.鄒為誠，2008：24。Lead-in教學導入環(huán)節(jié)Warming-up教學熱身環(huán)節(jié)Starter教學啟動環(huán)節(jié)Pre-work教學準備環(huán)節(jié)集中注意Lead-in教學導入環(huán)節(jié)Warming-up60The“Starer+PPP”model(anewstructure-basedlesson)Starter/Lead-in/Warming-up?Pre-workPresentation:Theteacherintroducesthenewvocabularyandgrammaticalstructuresinwhateverwaysappropriate.Practice:Thelessonmovesfromcontrolledpracticetoguidedpracticeandexploitation(拓展)ofthetextswhennecessary.Production:Thestudentsareencouragedtousewhattheyhavelearnedandpractise

toperformcommunicativetasks.Thefocusisonmeaningratherthanaccurateuseoflanguageforms.The“Starer+PPP”model(anew61Step1Lead-inActivity1:FreetalkActivity2:Roleplay…Step1Lead-in62Step2:PresentationActivity1:Functionalitems/usefulexpressionsActivity2:SituationalDialogues(2)Step2:Presentation63Step3:PracticeActivity1:Look,listenandsayActivity2:LookandsayStep3:Practice64Step4:ProductionActivity1:ReadandsayActivity2:Fre